Context:Email presents students with excellent opportunities to
connect their learning to the world. Student can use email
to:

Contact other classooms to communicate, gather data, share
ideas and stories; build communication skills;
learn about life in other states or countries; and
compare and contrast lifestyles, natural resources,
weather, traditions, cultures, or foods, etc.

Since many of the world's classrooms can easily access
email,
this is an excellent strategy for sharing information
about
wildlife, wildlife habitats, and attitudes about wildlife.

IX. Global Connections: Social studies programs should
include experiences that provide for the study of global
connections and interdependence.

Attachments:

None

Other materials:

ePals, iEarn URLs

One or more computers with email access (This strategy
can be applied equally well in one computer classrooms or
computer labs. It can also be used by students with email
access at home.)

Criteria for the "buddy" classroom(s): How old are
participating students? What grade levels will
participate? Where should they be located? What language
will
correspondence be conducted in?

A notebook for logging each email sent and received.
(Teachers
should receive a copy of each outgoing message.

Maps to document locations

Instructional sequence:

Brainstorm with students a list of the information which
will be communicated with the buddy classrooms. What will
we be
talking about? Are we gathering data, sharing information,
exchanging ideas? Will we communicate as groups or as
individuals?

Select a buddy classroom and ensure that these students
and their teacher wish to
participate.

Have entire class, small groups, or individual students
prepare email messages for teacher's review. After
reviewing content, the message can be sent.

When students receive replies, they should print them and
share with the larger class. Sharing may be achieved by
posting replies on a bulletin
board, reading them to the class or to a small group. The
dialogue can then be integrated into the classroom's day-
to-
day activity. For example, information gathered about
distant
ecosystems can be incorporated into the student's research
on
habitats.

Class members should assist each other in constructing
responses.

Extensions:

Use the Ask the Expert
section on the Field Trip Earth site to
send
questions to wildlife researchers.

Use maps, charts, and graphs to visualize data
collected
via
the email exchange.

In addition to email, students could send attachments,
such
as digital photographs or maps, to their buddy
classrooms.

Students with nearby buddy classrooms could take a
field
trip
to meet their colleagues and continue the exchange in
person.

Assessment:

Review logs to ensure that students are participating
fully
in the project.

Logs will also show if students are progressing in terms
of
writing and technology skills.

Review evidence of correspondence, as well as maps and
other
materials, to assess student's ability to incorporate
information in other learning.